In this paper, an introduction to various English language teaching methods is presented atthe outset. Some prominent definitions of Communicative Language Teaching are mentioned along with the origin, theoretical background and major characteristic features. Communicative Language Teaching (CLT) is one of the best and a recent approach in teaching English as foreign / second language and it has been brought under focus by many linguistics and researchers. This paper also explain who this approach has made language learning more communicative with reference to many researchers conducted studies on this approach. I shall also explain the advantage and disadvantage of CLT in implementation. Finally the conclusion is drawn as per the review of the literature indicated.

ResearchGate Logo

Discover the world's research

  • 20+ million members
  • 135+ million publications
  • 700k+ research projects

Join for free

A Critical Overview of Communicative Language Teaching

Mr. Simhachalam Thamarana

Research Scholar

Andhra University

Visakhapatnam, Andhra Pradesh

India

ABSTRACT

In this paper, an introduction to various English language teaching methods is presented atthe

outset. Some prominent definitions of Communicative Language Teaching are mentioned

along with the origin, theoretical background and major characteristic features.

Communicative Language Teaching (CLT) is one of the best and a recent approach in teaching

English as foreign / second language and it has been brought under focus by many linguistics

and researchers. This paper also explain who this approach has made language learning more

communicative with reference to many researchers conducted studies on this approach. I shall

also explain the advantage and disadvantage of CLT in implementation. Finally the conclusion

is drawn as per the review of the literature indicated.

Key Words: Communicative Language Teaching, Approach, Method, Technique, Procedure.

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

01. Introduction

In the history of language teaching, certain methods such as Audio-lingual, Grammar

Translation, Suggestopedia and Total Physical Response have come into view. All these

methods have been widely and extensively discussed and evaluated by researchers and

scholars. Each of them has their own focus, weak points as well as strong points and they are

based on a theory. In other words, methods are developed based on theories such as

behaviourism, structuralism, constructivism and universal grammar. Communicative

Language Teaching (CLT) is no exception with this regard (Larson – Freeman, 1986; Ellis,

1994). Now a day, the CLT method, which is originated in Britain, is widely used in English

as Second Language (ESL) classrooms around the world. According to Barnaby and Sun

(1989) and Ellis (1996), CLT is recognised as powerful theoretical model in ELT by many

linguists and language teachers as a useful approach to language teaching. In this short review

of CLT, I try to define Communicative Language Teaching approach, its theoretical

background and some important characteristics. I will also explain main advantages and

disadvantages of CLT implementation.

02. Definition of Communicative Language Teaching

Communicative Language Teaching (CLT) is an approach to teaching language which is

defined many writers (Cannale, 1983; Cook, 1991; Littlewood, 1981; O'Malley and Chamot,

1990; Richards and Rodgers 2001; Rivers, 1987). According to Richards, et al. in the

Dictionary of Language Teaching and Applied Linguistics defined CLT as "an approach to

foreign or second language teaching which emphasises that the goal of language learning is

communicative competence" (1992: 65). Other authors in the field have defined and

characterized CLT in various ways (Howatt, 1984; Littlewood, 1981; Savignon, 1991;

Scarcella and Oxford, 1992). Littlewood explains that "one of the most characteristic features

of communicative language teaching is that it pays systematic attention to functional as well

as structural aspects of language, combining these into a more fully communicative view"

(1981:1).

In general, CLT advocates go beyond teaching grammatical rules of the target language,

and propose that, by using the target language in a meaningful way, learners will develop

communicative competence. The communicative approach is concerned with the unique

individual needs of each learner. By making the language relevant to the world rather than the

classroom, learners can acquire the desired skills rapidly and agreeably.

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

03. The origin of Communicative Language Teaching

Communicative Language Teaching (CLT) has its roots in England, which is a primarily

English as a Second Language (ESL) environment. In the early 1960s concepts about second

language teaching were changing, and the theoretical assumptions behind them were also being

rethought. It was during this time of re-evaluation that CLT was born. Galloway says that the

communicative Approach could be said to be the product of educators and linguists who had

grown dissatisfied with the Audio-lingual and Grammar Translation methods of foreign

language instruction. Richards and Rodgers (1986), on the other hand, claim that the origins

of communicative language teaching are to be found in the changes of situational language

teaching approaches, which influenced the British language teaching tradition till the late

1960s. Meanwhile, Savignon (1991) asserts that the emergence of CLT can be traced to

concurrent developments on both sides of the Atlantic, i.e. in Europe and the United States.

Educators and linguistics such as Candlin (1981) and Widdowson (1978) saw the need to

focus in language teaching on communicative proficiency rather than on mere mastery of

structures. They felt that students were not learning enough realistic, whole language in those

methods, i.e., Situational Language Teaching, Audio-lingual or Grammar Translation method

(Richards and Rodgers 1986; Savignon 1987, 1991; Galloway 1993). Students did not know

how to communicate in the cultures of the language studies. In respect of this point

(Widdowson, 1972).

04. Some major features of Communicative Language Teaching:

The communicative approach to language teaching is, relatively, a newly adapted approach in

the area of foreign / second language teaching. Communicative Language Teaching is a

"hybrid approach to language teaching, essentially 'progressive' rather than 'traditional'…"

(Wright, 2000). CLT can be seen to derive from a multidisciplinary perspective that includes,

at least, linguistics, psychology, philosophy, sociology and educational research (Savignon,

1991). It is generally accepted that proponents of CLT see it as an approach, not a method

(Richards and Rodgers 1986; Savignon 1991; Brown 1994). For Brown, for instance,

"Communicative Language Teaching is a unified but broadly – based theoretical position about

the nature of language and language learning and teaching" (1994: 244-245).

Although we have different versions and various ways in which CLT is interpreted and

applied, educators in the area, Littlewood (1981); Finocchiaro and Brumfit (1983); Brumfit

(1984); Widdowson (1978, 1979); Johnson and Morrow (1981); Richards and Rodgers (1986);

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

Larsen-Freeman (1986); Celce-Murcia (1991) and Johnson (1982) put some of the major

characteristics of CLT as follows:

(a) It is felt that students need knowledge of the linguistic form, meaning and functions.

However, CLT gives primary importance to the use or function of the language and

secondary importance to its structure or form (Larsen-Freeman 1986; Johnson 1982).

This does not mean that knowledge of grammar is not essential for effective

communication, rather systematic treatment of both functions and forms is vital.

Stressing on this, Littlewood says "one of the most characteristic features of

communicative language teaching is that it pays systematic attention to functional as

well as structural aspects of language" (1981: 1). "CLT suggests that grammatical

structure might better be subsumed under various functional categories… we pay

considerably less attention to the overt presentation and discussion of grammatical rules

than we traditionally did" (Brown 1994: 245). Emphasis is also given to meaning

(messages they are creating or task them are completing) rather than form (correctness

of language and language structure). For Finocchiaro and Brumfit "meaning is

paramount" (1983:91) since it helps the learners to manage the message they engage

with the interlocutors.

(b) "Fluency and accuracy are seen as complementary principles

underlying

communicative techniques" (Brown1994:245). However, at times fluency may have to

take on more importance than accuracy because "fluency and acceptable la nguage is

the primary goal" (Finocchiaro and Brumfit1983:93) and accuracy is judged not in the

abstract butin contexts. Fluency is emphasised over accuracy in order to keep learners

meaningfully engaged in language use. It is important, however, that fluency should

never be encouraged at the expense of clear, unambiguous, direct communication. And

much more spontaneity is present in communicative classrooms (Brown, 1994).

(c) Language teaching techniques are designed to engage learners in the pragmatic,

authentic, functional use of language for meaningful purposes. Classrooms should

provide opportunities for rehearsal of real-life situations and provide opportunity for

real communication. Emphasis on creative role plays, simulations, dramas, games,

projects, etc., is the major activities which can help the learner provide spontaneity and

improvisation, not just repetition and drills. Another characteristic of the classroom

process is the use of authentic materials because it is felt desirable to give students the

opportunity to develop the strategies for understanding language as it is actually used

by native speakers. In the classroom, everything is done with a communicative intent.

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

Information gap, choice and feedback are thought to be truly communicative activities

(Johnson and Morrow 1981).

(d)

Grammar can still be taught, but less systematically, in traditional ways alongside more

innovative approaches. Savignon (2002:7) says "... for the development of

communicative ability research findings overwhelmingly support the integration of

form-focused exercises with meaning - focused experience". Grammar is important;

and learners seem to focus best on grammar when it relates to their communicative

needs and experiences. Disregard of grammar will virtually guarantee breakdown in

communication (Savignon 1991, 2001; Thompson 1996). These writers also say there

are some misconceptions about CLT that makes difficult for many teachers to see

clearly what is happening and to identify the useful innovations that CLT has brought.

One of the persistent misconceptions is that CLT means not teaching grammar although

"the exclusion of explicit attention to grammar was never necessary part of CLT"

(Thompson 1996:10). In CLT involvement in communicative event is seen as central

to language development and this involvement necessarily requires attention to form

(structure).

(e) Communicative approach is not limited to oral skills. Reading and writing skills need

to be developed to promote pupils' confidence in all four skills areas. Students work on

all four skills from the beginning, i.e. a given activity might involve reading, speaking,

listening and perhaps also writing (Celce-Murcia1991). The idea of emphasising the

oral skills creates uncertainty among teachers. They misconceived CLT as if it were

devoted to teaching only speaking. But, "CLT is not exclusively concerned with face

to face oral communication" (Savignon 2002:7). The principles of CLT apply equally

to reading and writing activities that engage readers and writers in the interpretation,

expression, and negotiation of meaning. In other words, it is important to recognise that

it is not only the speaker (or writer) who is communicating. Instead, communication

through language happens in both the written and spoken medium and involves atleast

two people. Thompson (1996) further states that, though there is a complaint that CLT

ignores written language, a glance at recent mainstream text books shows that reading

and writing materials have been given attention too.

Students regularly work in groups or pairs to transfer (and if necessary to negotiate) meaning

in situations where one person has information that others lack (Celce - Murcia 1991). More

emphasis should be given to active modes of learning such as pair or group work in problem-

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

solving tasks in order to maximise the time allotted to each student for learning to negotiate

meaning. Many people assume group/pair work is applicable in all contexts. However,

classroom group and/or pair work should not be considered an essential feature used all the

time, and may well be inappropriate in some contexts. Thompson (1996) and Savignon (2002)

claim that group and/or pair work are flexible and useful techniques than that suggests and they

are active modes of learning which can help the learners to negotiate meaning and engage in

problem- solving activities.

The use of pair/group work is a physical signal of some degree of control and choice

passing to the learners; but that needs to be complemented by real choice (learners need to be

given some degree of control over their learning). Therefore, the use of pair/group work needs

to be complemented by real choice for the following reasons: (1) they can provide the learners

with a relatively safe opportunity to try out ideas before launching them in public; (2) they can

lead to more developed ideas and therefore greater confidence and more effective

communication; (3) they can also provide knowledge and skills which may complement those

of their partners which in turn lead to greater success in undertaking tasks (Thompson 1996).

Errors are seen as a natural outcome of the development of the communication skills

and are therefore tolerated. Learners trying their best to use the language creatively and

spontaneously are bound to make errors. Constant correction is unnecessary and even counter-

productive. Correction noted by the teacher should be discreet. Let the students talk and express

themselves and the form of the language becomes secondary. If errors of form are tolerated and

are seen as a natural outcome of the development of communication skills, students can have

limited linguistic knowledge and still be successful communicators (Larsen-Freeman 1986).

Evaluation is carried out in terms of fluency and accuracy. Students who have the most

control of the structures and vocabulary are not necessarily the best communicators. A teacher

may use formal evaluation i.e., he/she is likely to use a communicative test, which is an

integrative and has a real communicative function (e.g., Madsen 1983; Hughes 1989).

The students' native language has no role to play (LarsenFreeman1986). The target

language is used both during communicative activities and for the purpose of classroom

management. The students learn from these classroom management exchanges, too and realise

that the target language is a vehicle for communication. Whatever the case may be, "the teacher

should be able to use the target language fluently and appropriately" (Celce-Murcia1991:8).

However, for others (e.g., Finocchiaro and Brumfit 1983) judicious use of native language is

accepted where feasible. Teachers may provide directions of homework, class work and test

directions by using the native language.

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

The teacher is the facilitator of students' learning, manager of classroom activities, advisor

during activities and a 'co-communicator' engaged in the communicative activity along with

the students (Littlewood 1981; Breen and Candlin 1980). But he does not always himself

interact with students; rather he acts as an independent participant. Other roles assumed for the

teacher are needs analyst, counsellor, researcher and learner. Students, on the other hand, are

more responsible managers of their own learning. They are expected to interact with other

people, either in the flesh, through pair and group work, or in the writings. They are

communicators and actively engaged in negotiating meaning in trying to make themselves

understood. They learn to communicate by communicating (Larsen-Freeman, 1986). Above

all, since the teacher's role is less dominant, the teaching / learning process is student-centred

rather than teacher-centred. In other words, it is the learner who plays a great role in a large

proportion of the process of learning.

05. ADVANTAGE AND DISADVANTAGE OF CLT

(A) Advantages of CLT:

The implementation of CLT has brought alot of advantages for Teaching English as a

foreign/second language. Unlike audio lingual and grammar-translation methods,

Communicative teaching emphasis on "task-oriented, student-centred" language teaching

practice and it provides students with comprehensive use of English language, for

communication of opportunities (Richards, 2006). Other scholars also suggested some of

the major advantages of CLT as follow:

(a) It motivates students to improve their ability of using English by themselves since

it emphasises on fluency in the target language. Meaning that, it provides students

with assignments that allow them to improve their own ideas about what they are

going to talk and how they are going to express. This enables the learners to be more

confident when interacting with other people and they also enjoy talking more

(Brown, 2001).

(b) CLT focuses on and aims at communicative competence. Thus, enabling the

learners to use the language in a communicative situation to satisfy their needs in

real-life communication is a priority in CLT (Richards, 2006). In other words, it

brings the real life situation of the native English in to classroom activities such as

role-play and simulation (Harmer, 2007).

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

(c) The major portion of the learning process is not upon the teacher thus illustrating

that CLT classes have moved from teacher-centeredness to learner-centeredness. In

other words, much more time issued by the lear ner that the role of the teacher is just

to facilitate the learning process. Thus, the learner should exercise and communicate

enough in the CLT class to achieve communicative competence (Brown, 2001).

(B) Disadvantages of CLT:

There have been various criticisms on the principles of the communicative approach to

teaching and learning language:

(a) The approach gives priority to meanings and rules of use rather than to grammar

and rules of structure. In other words, it is felt that there is not enough emphasis on

the correction of pronunciation and grammar error. It is because too much focus on

meaning at the expense of form. It is believed that with CLT there is a danger of

focusing too much on oral skills and less emphasis is given to reading and writing

skills, (Al-Humaidi, n.d.as cited in Keithley, Kumm(2013).

(b) The CLT approach focuses on fluency but not accuracy in grammar and

pronunciation. According to Hughes (1983) communicative language teaching

leads to the production of "fluent but inaccurate" learners. What is predicted to

happen here is the danger of giving priority to fluency over accuracy in CLT classes.

(c) The CLT approach is great for intermediate student and advanced students, but for

beginners some controlled practice is needed Students with low levels of

proficiency in the target language may find it difficult to participate in oral

communicative activities and, if the exams used by any institution are grammar

based, communicative fluency may not be appropriate.

(d) The monitoring ability of the teacher must be very good. Despite teachers' best

efforts, classroom activities are not actually real-life and it can be difficult to

reproduce truly authentic language use and to facilitate genuine interaction.

Moreover, a major principle underlying this approach is its emphasis on learners'

needs and interests. This implies that much more effort is expected that every

teacher should modify the syllabus to correspond with the needs of the learners.

(e) CLT is sometimes difficult to be implemented in an EFL classroom due to the lack

of sources and equipments like authentic materials and native speaker teachers as

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

well as large size of the classes. In addition, suitable classrooms are not available

that can allow for group work activities and for teaching aids and materials

(Burnaby and Sun, 1989).

CONCLUSION

Communicative language teaching is one of the latest humanistic approaches to teaching

Approaches which gives emphasis to the language use and provides more opportunity to

learner to practice the target language inspite of its limitation. Today, the main

apprehension of most learners of English as a foreign /second language is whether they are

able to use the language independently and fluently in a variety of real life communicative

situations such as when someone is on a trip, in a meeting or in a restaurant. If accuracy

and correcting grammatical errors are also taken into consideration in CLT, fluency and

accuracy are yielded simultaneously through the application this method. Since language

is a means of communication and CLT may enable the learners to effectively communicate

in real life situation, it is inferred that CLT may fulfil the actual goal of teaching a language

which is to improve learners' communicative competence.

WORKS CITED:

01. Harmer, J (2007). The Practice of English Language Teaching . England: Longman.

Howatt, A. (1984).

02. Richards, J., Platt, J, and Platt, H. (1992).Dictionary of language teaching and applied

linguistics. London: Longman

03. Larsen-Freeman, D.(2000).Techniques and Principles in Language Teaching. New

York: Oxford

04. Littlewood, W. (1981). Communicative Language Teaching . Cambridge: Cambridge

University Press.

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

05. Brumfit, C. and K. Johnson K. (1979).The Communicative Approach to

LanguageTeaching. Oxford: Oxford University Press.

06. Robin, C., and Oxford, R. (1992). The Tapestry of Language Learning: The

Individual in the Communicative Classroom.TESL, EJ,1 (3).

07. Savignon, S. (2001).Communicative language teaching: context and concerns

in teacher education .New Haven, CT: Yale University press.;

08. Brumfit, Christopher (1984). Communicative Methodologyin Language Teaching.

Cambridge: Cambridge University Press.

09. Nunan, D.(1991). Language Teaching Methodology: A Textbook for Teachers . New

York: Prentice-Hall.

10. Widdowson, H.(1978).Teaching language as communication . London. Oxford

University Press.

11. O' Malley, J. & Chamot, A. (1990).Language strategies in second

language acquisition. Cambridge: Cambridge University Press.

12. Richards, J. C. & Rodgers, T.(2001). Approaches and methods in language

teaching"Adescription and analysis. Cambridge: Cambridge University Press.

13. Brown, H. (1994). Teaching by Principles – An Interactive Approach to

LanguagePedagogy. Prentince Hall.

14. Rivers, W.(1987).Interactive Language Teachin g. Cambridge: Cambridge University

Press.

15. Celce-Murcia, M. (1991) Grammar pedagogy insecond and foreign language teaching.

TESOL Quarterly 25,459–480.

16. Chomsky, N. (1965). Aspects of the Theory of Syntax . Cambridge: MIT Press

17. Cook, V. (1991).Second language learningandlanguageteaching.(2need.).London:

Arnold.

18. Finocchiaro, M., and Brurnfit. (1983). The Functional Notional Approach: FromTheory

to Practice. New York: Oxford University Press.

19. A History of English Language Teaching. Oxford: Oxford University Press.

20. Johnson, K. (1982). Communicative Syllabus Design and Methodology .

Oxford: Pergamon.

21. Johnson, K. and Morrow,K.(1981).Communication in the classroom . Essex: Longman.

22. Canale, M. (1983). "From communicative competence tocommunicative

languagepedagogy." In J. C. Richards & R. W. Schmidt (Eds.),Language and

Communication (pp.pp. 2-27). Harlow: Longman.

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

Web Reference:

http://www.ukessays.com/essays/english-language/communicative-language-teaching-

the-origins-english-language-essay.php

9ROXPH,,,,VVXH9-XO\,661

5HIHUHHG3HHU5HYLHZHG-RXUQDO KWWSZZZLMHOOKFRP 

... The teachers also expressed concern that even the role of a principal could be challenging for secondary school students. This echoes what Thamarana (2015) has highlighted regarding how ...

... Activities in CLT have to be carried out by students in small groups to "maximize the time allotted to each student for communicating … [and] … in various configurations: pairs, triads, small groups, and whole group" (Larsen-Freeman, 2000, p. 130). Classroom should provide opportunities for real life communication and develop spontaneity and improvisation through creative activities such as role plays, simulations, drama, games and projects (Thamarana, 2015). ...

  • Ng Chiew Hong Ng Chiew Hong
  • Ng

This article deals with the challenges in training English language preservice teachers in the Communicative Language Teaching (CLT) approach through adopting synchronous online teaching using Zoom and the development of CLT tasks in the time of COVID-19. It outlines the teaching context, explains the rationale for training preservice teachers in the CLT Approach and the challenges of adopting CLT with distancing pedagogic practices where face-to-face sessions were not possible. It first examines the challenges of using synchronous online learning before explaining the rationale for adopting Zoom to train preservice teachers. It then describes how training was carried out, discusses the outcomes of the training and reflects on the practice of using synchronous online activities for training preservice teachers in the CLT Approach. The article concludes with teaching implications for educators looking at training preservice teachers in the CLT Approach through synchronous Zoom.

... Another author who discusses the viability of CLT is Thamarana [30], since he describes the disadvantages of the communicative approach in a specific way, some of them directly related to the poor focus on reading and writing skills in the CLT, the role of teachers and students and even the facilities where the program takes place. ...

... However, although the CLT encourages the development of reading skills, this is precisely one of the most questionable aspects of the approach, since authors such as Thamarana [30] have exposed the great risk that runs in the CLT of focusing too much on oral skills and less emphasis on reading and writing skills, generating low performance in them. This shows that those programs that adopt this approach, must be very careful about the development of reading ability and must also take the principles designated for it very seriously, due to how committed this skill is. ...

  • Gonzalo Romero Gonzalo Romero
  • Daniela Agudelo Pinta
  • Luz Ángela Borda

This paper reports an evaluative research carried out within the framework of the high quality accreditation of higher education programs, since this has become a key step towards improving education in Colombia. In harmony with this and in view of the fact that Uceva obtained the accreditation for the program of Bachelor's Degree in Foreign Languages with Emphasis in English in 2017, self-evaluation processes are necessary to contribute to a continuous improvement. That is why this study was conducted, which sought to evaluate through the CIPP model, the principles applied to develop input skills in the semesters from I to IV of the aforementioned Bachelor, in search of strengths and weaknesses in the process of teaching them. Bearing this in mind, this evaluation made it possible to discover different flaws and inconsistencies between what was stipulated by the program for the development of the input skills and the teaching work; which evidenced the need to advise teachers in the CLT approach that directs the program.

... 473). Thamarana (2015) also argued that the communicative approach is one of the best and recent approaches in teaching English, and many linguists and researchers are into this approach (p. 90). ...

One of the most recognizable international languages, English, is widely spoken worldwide since a long time ago in all sectors of human life, such as in education. In Indonesia, the English language is studied as an EFL (English as a Foreign Language). English has some essential skills, such as listening, speaking, reading, writing, grammar, vocabulary, and other language aspects and components. Teaching grammar, for instance, drives teachers' unique ways in triggering students to use the language communicatively. Somehow, teachers are also required to have tons of strategies in teaching English, especially communicative grammar, since many accents spread around the world as another difficulty in teaching communicative English grammar. The data of this paper are based on reviewing journals and books from the previous studies related to the understanding of communicative grammar, comparison between communicative grammar over traditional grammar, students' and teachers' perspectives and roles dealing with communicative grammar, advantages and disadvantages of communicative grammar, and strategies for teachers which could be helpful to teach communicative grammar.

... Es notorio obtener resultados muy básicos y aún muy bajos frente a las pruebas ICFES que se aplican anualmente. Los componentes temáticos que tienen los estudiantes en primaria y bachillerato en relación con el dominio de una lengua extranjera, han sido tradicionalmente gramaticales (Thamarana, 2014). Es un riego salir de esos límites pues a lo largo del tiempo, los docentes e incluso los mismos estudiantes han experimentado con este tipo de formación, un proceso tedioso y muy calculado, como si se tratara de procesos educativos que deben ser abordados mediante fórmulas propuestas como ocurre en las ciencias formales y empíricas. ...

  • José Albeiro Gómez Molano

En esta producción se pueden observar, los productos investigativos plasmados en cada capítulo por parte de este significativo grupo de estudiantes de Maestría en Educación para la Salud, dan cuenta de que un verdadero investigador no sólo es un técnico que se distingue por ser conocedor de su campo del saber, sino que es ante todo, un ser humano sensible, curioso, analítico, interesado en muchos temas relacionados con el conocimiento en todas sus formas y expresiones; pero sobre todo, se muestra que el deber del investigador en formación, consiste en aportar luces para llegar a comprender los grandes enigmas de la ciencia, en este caso en el campo de la salud y la educación, de tal manera que impacte positivamente a nuestro país y a la sociedad global en la que vivimos, la cual afronta grandes retos y desafíos de cara a los graves problemas de salubridad, pobreza y violencia, así como de indiferencia y pérdida del horizonte de sentido, en un mundo cada vez más paradójico, ambiguo e incierto.

... CLT emphasizes the learners' own participation in language learning that ultimately results in quick, efficient and effective learning as compared to other methods of teaching. Thamarana (2015) concluded that CLT is the most natural way to teach the language skills to as it yields fluency and accuracy and it may help learners use language in real-life situations by improving the communicative competence. ...

... CLT emphasizes the learners' own participation in language learning that ultimately results in quick, efficient and effective learning as compared to other methods of teaching. Thamarana (2015) concluded that CLT is the most natural way to teach the language skills to as it yields fluency and accuracy and it may help learners use language in real-life situations by improving the communicative competence. ...

... Therefore, they proposed that teacher could allocate time to practice at home. Another way of enhancing learners' speaking skill is to do pair or group work in problem-solving tasks, which Thamarana [26] claimed that they are active modes of learning that maximises students learning opportunity in negotiation of meaning. However, they mentioned that the group or pair work should not be considered an essential feature used all the time as it may not be inappropriate in some contexts. ...

... In fact, he suggests that activities that focus on both fluency and accuracy should be implemented. Still, CLT is viewed by some researchers (e.g., Thamarana, 2015) as an approach that puts too much emphasis on fluency hence lessens the importance of accurate pronunciation. Sasum and Weeks (2018) discussed the problems of Thai students' lack of English-speaking fluency without touching upon the issues of pronunciation. ...

  • Varisa Osatananda Varisa Osatananda
  • Parichart Salarat

Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners' difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English instructors (ten of each), as these subjects listen to controlled passages produced by 4 Thai-English bilingual speakers and another 4 native-Thai speakers. There were 3 types of passage tokens: passages with correct grammar spoken in a near-native English accent, passages with several grammatical mistakes spoken in a near-native English accent, and the last being a Thai-influenced accent with correct grammar. We hypothesized that (1) native-Thai instructors would favor the near-native English accent over correct grammar, (2) native-English instructors would be more sensitive to grammar than a foreign accent, and (3) there is a correlation between acceptability and comprehensibility judgment. The findings conformed to the first hypothesis, given that most Thai instructors were tolerant towards the near-native English accent, regardless of grammatical errors. The second hypothesis is rejected since native-English instructors were less tolerant of both grammatical errors and foreign accents. The third hypothesis was proved correct that acceptability correlates with comprehensibility. Our study suggests that English instructors should devote proportionate attention to teaching both pronunciation and grammar. They should also be made aware of the negative attitude against Thai-accented English so that learners would be treated fairly and without discrimination based on their Thai-influenced accent.

  • Juan Pablo Camargo Mendoza

En esta producción se pueden observar, los productos investigativos plasmados en cada capítulo por parte de este significativo grupo de estudiantes de Maestría en Educación para la Salud, dan cuenta de que un verdadero investigador no sólo es un técnico que se distingue por ser conocedor de su campo del saber, sino que es ante todo, un ser humano sensible, curioso, analítico, interesado en muchos temas relacionados con el conocimiento en todas sus formas y expresiones; pero sobre todo, se muestra que el deber del investigador en formación, consiste en aportar luces para llegar a comprender los grandes enigmas de la ciencia, en este caso en el campo de la salud y la educación, de tal manera que impacte positivamente a nuestro país y a la sociedad global en la que vivimos, la cual afronta grandes retos y desafíos de cara a los graves problemas de salubridad, pobreza y violencia, así como de indiferencia y pérdida del horizonte de sentido, en un mundo cada vez más paradójico, ambiguo e incierto.

  • Parupalli SRINIVAS Rao Parupalli SRINIVAS Rao

This examination intends to explore the utilization of Eclectic approach in teaching English for building students and to know how it is valuable in improving their relational abilities. Along these lines, it utilizes the Eclectic approach in improving an understudy's language aptitudes. On the off chance that a teacher follows the Eclectic approach, it will be valuable to students to improve their relational abilities. Eclectic approach is a strategy that utilizes the fluctuated language learning approaches rather than limit to one approach. It is a gifted based approach as the teacher can put together his technique or approach with respect to the premise of the student's age, information and points and targets of the exercise. This investigation was done in two gatherings controlled and test gatherings. Each gathering comprised of sixty students of first year B.Tech with country background. KEYWORDS: Second Language, Residential Institutions, Need-Based Language Skills, Skills Of Listening And Speaking, Skills Of Reading And Writing.

  • MARIANNE CELCE‐MURCIA

To provide some perspective on current issues and challenges concerning the role of grammar in language teaching, the article reviews some methodological trends of the past 25 years. When, and to what extent, one should teach grammar to language learners is a controversial issue. The paper proposes a decision-making strategy for resolving this controversy, based on learner and instructional variables. Then taking Canale and Swain's (1980) model of communicative competence, which views grammatical competence as one component of communicative competence, the paper argues that grammar instruction is part of language teaching. In this new role, grammar interacts with meaning, social function, or discourse—or a combination of these—rather than standing alone as an autonomous system to be learned for its own sake. After addressing feedback and correction in terms of research and pedagogical techniques, the article concludes with a survey of options for integrating grammar instruction into a communicative curriculum and with a reformulation of the role of grammar in language teaching.

  • Mary Bonomo Finocchiaro
  • Christopher Brumfit

Both the theoretical basis of functional-notionalism and its practical classroom applications are discussed in this text. The major characteristic of the functional-notional approach to language teaching is a sensitivity to the individual needs of students. Based on the idea that the ability to use real, appropriate language to communicate with others is the primary goal of most foreign language learning, the design of a functional-notional curriculum contributes to the goal of communication and interaction from the first day of study. Major emphasis is placed on the communicative purposes of a speech act. Featured in the text are (1) a historical overview of language learning and teaching, (2) definitions of terms, (3) characteristics of the approach, (4) lists of functions and notions, (5) step-by-step techniques, (6) communicative activities, (7) the role of grammar, and (8) evaluation procedures. Discussion is included of general methodology and strategies that have been found most effective in helping learners use the language appropriately in a variety of real-world situations, as well as reading, writing, and grammar instructional techniques. (NCR)

  • J. Michael O'Malley
  • Anna Uhl Chamot Anna Uhl Chamot

A study of learning strategies in second language learning, of both English and other languages, presents a theory of the role learning strategies play and uses it to examine specific studies and to integrate research results. The research and theory described here are based on a cognitive information processing perspective of human thought and action, viewing language as a complex cognitive skill that can be described within the context of cognitive theory. An introductory chapter introduces some early studies on learning strategies in second language learning, and related theoretical background. This is followed by a rationale for cognitively-based theory in second language acquisition, and application of cognitive theory to a set of prevalent constructs emerging in the second language learning literature. Drawing on this theoretical foundation, methods of research on learning strategies, particularly collection of data, are then discussed. Four studies of strategies used by second language learners are analyzed, and conclusions are drawn. The issue of instructing learners in the use of learning strategies is addressed in a separate chapter, with reference made to two related studies. Finally, instructional models and materials for teaching learning strategies are outlined. A glossary and substantial bibliography are included. (MSE)